LEARNING DISORDER DOCUMENTATION GUIDELINES

A learning disorder assessment must be conducted by a trained, qualified, and licensed professional who has direct experience in identifying and diagnosing learning disorders in adolescents and adults. The name, title, and professional credentials of the evaluator, including information about license or certification, as well as area of specialization, employment, and state or province in which the individual practices should be clearly stated in the documentation. Clinical psychologists, neuropsychologists, psychiatrists, and other qualified medical doctors are considered qualified to evaluate and diagnose learning disorders. In order to ensure an objective assessment, the professional completing the evaluation should not be a family member. All reports should be on letterhead, typed, dated, signed, and otherwise legible. The assessment must be current, typically meaning that it was conducted within the last three years. The diagnostic report must include the following:

1.    DiagnosTIC interview

The diagnostic interview should include a description of the presenting problem(s); developmental history; relevant medical history; academic history; relevant family history; relevant psychosocial history; a discussion of dual diagnosis along with any history of relevant medication use that may affect learning; and exploration of possible alternatives.

2.    ASSESSMENT

Assessment, and any resulting diagnosis, must be based on a comprehensive assessment battery that does not rely on any one test or subtest. The domains to be addressed must include the following:

·         Aptitude/Cognitive Ability: A comprehensive intellectual assessment with all subtests and standard scores is essential. Appropriate testing instruments include, but are not limited to: Wechsler Adult Intelligence Scale-III (WAIS-III); Woodcock-Johnson-III-Test of Cognitive Ability; Kaufman Adolescent and Adult Intelligence Test; and Stanford-Binet-IV. Note: The Slosson Intelligence Test-Revised, the Kaufman Brief Adult Intelligence Test (K-BIT), and the Test of Nonverbal Intelligence-2 are not adequate.

·         Academic Achievement: A complete achievement battery to measure current academic functioning is needed, including at least measures of reading (decoding and comprehension), oral and written language, and mathematics. Appropriate testing instruments include: Woodcock-Johnson Psychoeducational Battery-Revised: Tests of Achievement; Wechsler Individual Achievement Test (WIAT); and the Stanford Test of Academic Skills (TASK). Note: The Wide Range Achievement Test-3 (WRAT-3) is not acceptable as the sole measure of achievement.

·         Information processing: Short- and long-term memory, sequential memory, auditory and visual perception/processing, speed of processing, executive functioning, and motor abilities should be addressed. Analysis of performance on some of the aptitude and achievement tests may provide relevant information, but additional assessment techniques may be needed.

3.    SPECIFIC DIAGNOSIS

The report must be comprehensive and include a specific diagnosis of a learning disorder based upon the DSM-IV diagnostic criteria. The diagnostician should use direct language, and avoid the use of such terms as “suggests,” “is indicative of,” or “learning differences.”

4.    RECOMMENDED LIST OF ACADEMIC ACCOMMODATIONS

Each accommodation recommended by the evaluator must include a rationale. If the recommended accommodations are not clearly identified in the diagnostic report, DSS will seek clarification, and if necessary, more information.